This project’s overarching goal is to evaluate the assessment components embedded within two NSF-supported mathematics curricula: Everyday Mathematics and Math Trailblazers. The investigators will apply a comprehensive validity perspective that integrates a variety of empirical evidence regarding the cognitive, psychometric, and instructional affordances of multiple assessments embedded in these curricula as part of their overall instructional design.
Tue, 01/01/2008 to Mon, 12/31/2012
This project has constructed, pilot tested, validated, and is now disseminating assessments of student achievement for use in upper elementary grades.
Fri, 05/01/2009 to Mon, 04/30/2012
This project has constructed, pilot tested, validated, and is now disseminating assessments of student achievement for use in upper elementary grades. There are four equivalent forms for each of the fourth and fifth grades, with each form covering (1) number and operations, (2) pre-algebra and algebra, and (3) geometry and measurement. Items are based in the literature on student's cognitive growth and are meant to:
- Represent central ideas in the subject matter;
- Focus on the meaning of facts and procedures; and
- Require more complex responses than traditional multiple-choice problems.
These forms and associated technical materials can be accessed at: http://cepr.harvard.edu/ncte-student-assessments